Core Course Review Documentation
Foundational Component Area: SOCIAL & BEHAVIORAL SCIENCES
Component Area Option? No
Yes – Cultural & Global Understanding
Yes – Undergraduate Inquiry & Creativity
Proposed Course:
Credit Hours:
Proposed by:
Date:
Introductory Sociology, SOCL 1133
3
Dr. Emily LaBeff and Dr. Beverly Stiles
9/07/2012
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content:
Courses in this category focus on the application of empirical and scientific methods
that contribute to the understanding of what makes us human.
Introductory sociology courses at Midwestern State University include the following content:










The application of the scientific method to the social world and the empirical basis of
sociology requiring an understanding of research design, constructing hypotheses, specific
methods of data collection, and the interpretation of results of empirical studies.
The critical role of culture in human societies.
The study of small group dynamics and learning how to analyze group processes
Understanding the role of social structure and social conflict in human societies
A focus on social stratification and inequality
An analysis of inequality in society by race, class, gender, age, and sexual orientation.
The empirical study and theoretical explanations of deviance and crime.
The empirical study and theoretical explanations of social institutions including the family,
religion, and education.
Application of sociological theory and research to the mass media in the postindustrial age
of information and consumerism.
An awareness of the processes of social change, globalization, and demography.
SKILLS: Courses involve the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.
Students in introductory sociology courses at Midwestern State University develop the following
skills:





The use of the sociological imagination to understand the connections between individuals
and the broader social contexts in which they live.
The ability to use multiple perspectives in understanding and analyzing social issues and
everyday problems in human living
Critical thinking skills to interpret and analyze multiple media messages at the local,
national, and global levels.
The ability to communicate well in a world of diversity and change
“People skills” in recognizing the needs of different groups and interacting with them as
well as identifying potential conflict and potential resolutions

The ability to recognize and assess inequality in social situations at work and within the
community and existing political structure
Learning Activities:
Sample activities through which students will learn the skills and objectives for this course include
the following:








Reading both the textbook and the reader (relates to all the objectives)
Short written assignments including applying the sociological imagination in a case study
(critical thinking and communication objectives)
Developing a hypothetical research project with hypotheses and appropriate methods
(empirical and quantitative objectives)
Cultural issues including ethnocentrism, cultural relativity, global inequality, gender
inequality through in-class and group discussions (social responsibility and critical
thinking objectives)
In-class group project on social stratification including detailed budgeting for various
income levels (social responsibility, empirical and quantitative objectives)
Numerous videos that are critically examined in class on national and global social issues
such as gender discrimination, race and ethnic inequality, population problems, and cultural
conflict (relates to critical thinking and social responsibility)
Requirement to attend at least 3 lectures on campus related to topics in the class; varies by
semester but typically includes Artist-Lecture series, university plays, Speakers and Issues
Series, International Film Series (typically the social responsibility objective)
Opportunities to volunteer as subjects for research projects conducted by the sociology
faculty as well as the psychology faculty and graduate students (empirical and quantitative
objective)
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and
direct. The following four Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
Both of these skills will be assessed through the following course requirement which is to
be completed near the end of the course.
The purpose of this assignment is to critically study and evaluate the impact of images of social issues
and social problems as presented in popular media. To be successful, students must use a
sociological perspective to critically think about media influences on our perceptions of the social
world. For example, many sociologists argue that popular music is a huge part of young people’s
lives. Popular music provides a “philosophy of life” that influences how young people see the world,
each other, gender, status, inequality, culture, ethnicity, education, and politics. In other words, the
student must think critically about what they are exposed to and the messages being sent. Students
must choose a social issue to investigate, such as gender, inequality, deviance, culture, or education
and a sociological theory to apply in their investigation.
The students’ work will be assessed with the AACU Critical Thinking VALUE Rubric (two rows of the
rubric will be used: explanation of issues and conclusions and related outcomes). We will also use
the AACU Written Communication VALUE Rubric (one row of the rubric will be used: content
development row).
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions.
Knowledge at the introductory level will be assessed using the following assignment:
Students will be given 15 multiple choice questions over the scientific method, the research process
in sociology, major methods of research in sociology, hypothesis testing and critically evaluating
research. Sample questions are attached.
Social Responsibility - to include intercultural competence, knowledge of civic responsibility, and the
ability to engage effectively in regional, national, and global communities.
At the introductory level, we will focus primarily on intercultural competence and this
objective will be assessed with the following instrument:
The Intercultural Sensitivity Index (ISI) developed by C.L. Olson and K.R. Kroeger (2001). This is a wellrecognized and respected survey used in colleges and universities because it is non-commercial and wellconstructed (Sinicrope et al. 2007).
A sample survey is attached and is used at Michigan State University. We will test a shorter version of this survey
in our classes over the next 3 semesters.
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING
1.
2.
3.
4.
5.
Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Assessment for Social Responsibility
References:
Olson, C. L. & Kroeger, K. R. (2001). Global competency and intercultural sensitivity. Journal of
Studies in International Education, 5, 116-137.
Sinicrope, C., J. Norris, & Y. Watanabe (2007). Understanding and assessing intercultural competence: a summary
of theory, research, and practice. Second Language Studies, 26, 1-58.